Training the Trainers (Doctors Training) (PSk26APR24)

"Is this doctor in difficulty"	Case Study 1
Pre Course Information

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Multiday courses

This is a multiday course. The attendance requirements for multiday courses are:

• You must secure rota coordinator agreement for the time off for all course days before booking and follow the study leave process
• Attendance at all sessions is required in order to complete the course and be awarded a participation certificate
• If your availability changes before the course and you know that you will be unable to attend one or more sessions, you must cancel your place as soon as possible
• If you are absent from day 1 of the course, you will be withdrawn from the remainder of the course

Booking cancellation

Delegates must make every effort to attend courses they have booked. If your availability changes after booking, please cancel your place through Maxcourse as soon as possible. This will release the place for colleagues on the waiting list.

If you need to cancel within 1 week of the course or the course has started and you are not able to attend, please email england.LSFDcourses.yh@nhs.net to give your apologies.

This course is only available to Higher Specialty Trainees, SAS Doctors, Consultants, Leadership Fellows, and Research Fellows.

Mandatory: Dentist, or Doctor, or Public Health Professional

The overarching aims are to prepare you with the necessary knowledge, skills and professional behaviours required to be outstanding educators, supervisors, and future leaders in medical education.

We have mapped programme to the AoME Professional standards for medical, dental and veterinary educators

We have divided the objectives and learning outcomes in to 4 sections which are delivered over 2 days

1. Design and planning of learning activities
2. Teaching and facilitating learning
3. Supervision Skill, Feedback and Assessment of learning
4. Educational scholarship management and leadership

Day 1

Key outcomes

• Plan and provide effective education and training activities
• Describes how the principles of learning and teaching are incorporated into educational developments
• Demonstrates awareness of different ways of learning and teaching
• Shows how the needs of learners are considered
• Demonstrates awareness of the need to define what is to be learned
• Demonstrates awareness of a range of learning methods, experiences and resources and how they may be used effectively
• Seeks and responds appropriately to learner and teacher feedback and the evaluation of educational interventions
• Use simulation or technology-enhanced learning appropriately in protecting patients from harm
• Take part in patient education and respect patients' wishes about whether they wish to participate in the education of learners and doctors in training
• Promote and participate in interprofessional learning
• Evaluate and reflect on the effectiveness of their educational activities
• Describes basic educational theories and principles
• Create effective learning opportunities for learners and doctors in training
• Appropriately uses a broad range of educational methods and technologies to achieve intended learning outcomes
• Can outline the purpose and importance of seeking, receiving, and responding to feedback about learning and teaching
• Describes ways of involving learners in actual clinical practice
• Gives evidence of personal reflective practice.

Day 2

Key outcomes

• Describe a supportive learning environment and reflect upon your own speciality and Trust
• Describe the roles of Educational & Clinical Supervisors
• Demonstrate knowledge of and familiarity with the Portfolio, ARCP and workplace assessment methods
• Demonstrates awareness that assessment should align with learning outcomes
• Selects assessment methods that match the purpose, content and level of the learner
• Formulate useful PDP objectives and suggest ways in which they might be addressed
• Provide supportive developmental feedback, both verbally and in writing, to learners and doctors in training
• Assess objectively and fairly the performance of learners and other doctors in training
• Demonstrates knowledge of the general purpose of formative and summative assessment and awareness of methods of feedback to the learner
• Support the learner to reflect safely on their practice and critical incidents
• Appreciate the factors that can impact on a trainee performance
• Can identify learners with pastoral care needs and provide immediate appropriate support, including referral for additional support
• Increase in confidence supporting a trainee where their performance is of potential concern
• Understand how to raise concerns about the performance or behaviour of a learner or other doctor in training who is under their clinical supervision
• Enhance your ability to produce a high quality and meaningful supervisors report
• Meet any regulatory or statutory requirements as a clinical trainer or educator.
• Demonstrates a clear people centred approach with respect for patients, learners, and other educators
• Seeks support, advice, and feedback to achieve the best outcomes in medical education
• Contributes to the educational governance of the organisation in which they work
• Describes different approaches to producing new knowledge through medical education research e.g. qualitative and quantitative approaches